instructional technology specialist rubrics 6.01.14
TRANSCRIPT
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
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RUBRIC ASSESSMENT: Instructional Technology Specialist (ITS)
Date Self-Assessment Evaluator Assessment
Formal Observation Individual Growth Project Intensive Support Plan Summative
Domain 1: Planning and Preparation
Component Failing Needs Improvement Proficient Distinguished
1a: Demonstrating Knowledge
of I TS Content and Pedagogy*
Designs plans and practice thatdemonstrate little knowledge of
educational andragogy,pedagogy, and professionalpractice in relation to digital-
age technologies.
Designs plans and practice thatreflect some knowledge of
educational andragogy,pedagogy, and professional
practice in relation to digital-age
technologies.
Designs plans and practices thatreflect substantial knowledge of
educational andragogy, pedagogy,and professional practice in relation
to digital-age technologies.
Designs plans and practice thatreflect comprehensive knowledge
of educational andragogy,pedagogy, and professional
practice in relation to digital-age
technologies.
Evidence/Examples Shares a digital story with staffmembers and fails to address
how the tool can be used in the
classroom.
Chooses tools for use based onindividual interest and
coolness factor.
Does not participate orcontribute to Internet safety.
Introduces a pedagogically sounddigital storytelling tool to
second-grade teachers and asks
how they can fit the tool in theircurriculum.
Introduces the tool first insteadof focusing on the studentsneeds.
Identifies Internet safetyprocedures as an important topicacross all grades and adults in a
school system without addressing
concerns.
Plans on the introduction of threedifferent pedagogically sound digital
storytelling tools to a team of second-
grade teachers to support characterand plot development.
Plans for explaining the differencebetween each tool so teachers canchoose the tool that best meets their
needs.Contributes to the district digital
citizenship plan to keep students safe.
Plans successful instruction thatresults in a classroom where
students are taking ownership by
preparing to elaborate on plot andcharacter development in their
story writing, using pedagogically
sound digital tools. The teacheremploys a similar strategy when
providing tools for students sothat students can choose the tool
that best meets their needs.
Leads the district developmentteam to create and implement a
digital citizenship plan to keep
students safe and to meet the rate
requirements for the year.
*Students refers to K - 12 students in a teacher's classroom; ITS may work with them as part of a co-teaching model.
*Learners refers to K-12 teachers, administrators, staff, community members, and students as part of a co-teaching model, as the ITS works with many types of learners.
*Adult learning theory (see glossary).
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Component Failing Needs Improvement Proficient Distinguished
1b: Demonstrating Knowledge
of Learners
Ignores learner(teacher/administrator/student)
backgrounds, skill levels,
interests, and special needs.
Realizes the importance ofunderstanding learner
(teacher/administrator/student)
backgrounds, skill levels,
interests, and special needs of the
faculty as a whole.
Asks for information aboutlearners
(teachers/administrators/students),
including backgrounds, skill
levels, interests, and special needs
for groups of learners from a
variety of sources and applies this
knowledge to practice.
Conducts follow-up consultationand assessment to determine the
impact on systems-level
improvement.
Evidence/Examples Plans an interactive white boardworkshop without addressing theneeds of the learners (teachers).
Does not conduct needsassessments to inform the content
and delivery of technology-related
professional learning programs
that result in a positive impact on
student learning.
Prior to an interactive white boardworkshop, surveys learners(teachers) about experience
levels, but does not adequately
incorporate the responses.
Develops and administers a needsassessment to teachers, and
determines that the learners
(teachers) do not know how to
analyze data from state
assessments. Does not
communicate this with theadministration and theprofessional learning committee.
Surveys learners (teachers) aboutexperience levels to preparecustomized, differentiated
professional development prior to
an interactive white board
workshop.
Develops and administers a needsassessment to teachers. After
analyzing the data from the needs
assessment, determines that the
teachers do not know how to
analyze data from stateassessment. Goes to theadministration to address this, and
both the ITS and administrator(s)
discuss adding this to the nextprofessional learning committee
meeting agenda.
Surveys learners (teachers) aboutexperience levels to preparecustomized professional
development prior to an
interactive white board workshop.
Following the training, consultswith teachers to determine
instructional quality and the
subsequent impact on student
learning.
Develops and administers a needsassessment to teachers.Collaborates with severalteachers, analyzes and uses the
data to inform reading instruction
and to contribute to a newbuilding-level reading goal.
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Component Failing Needs Improvement Proficient Distinguished
1c: Setting I nstructional
Outcomes
Sets instructional outcomes thatare unsuitable for learners
(teachers/administrators) that
represent low-level learning, or
are stated only as activities.
Sets outcomes that cannot beassessed.
Sets instructional outcomes ofmoderate rigor and that are
suitable for some learners
(teachers/administrators).
Sets outcomes that consist of avariety of activities and goals,
some of which can be assessed.
Sets instructional outcomes asgoals that reflect appropriate
learning and curriculum
standards.
Sets short- and long-termvisionary goals that are suitable
for most learners
(teachers/administrators),
represent different types of
learning, and can be assessed.
Sets instructional outcomes asgoals that reflect appropriate
learning and curriculum
standards.
Sets short- and long-termvisionary goals that are suitable
for all learners
(teachers/administrators),
represent different types of
learning, and can be assessed.
Evidence/Examples Plans a workshop on using onlineinteractive map but does not
identify instructional outcomes.
Plans a workshop on citation ofresources but does not connect the
learning to curriculum, learner
needs, or goals.
Provides a workshop on onlineinteractive maps, but includes
instructional goals that are not
connected to curriculum, or the
needs of the learners (students).
In preparing a workshop oncitation of resources, sets goals
that do not align with the
resources that learners are likely
to find useful.
On the basis of social studiesteachers requests, prepares a
workshop on globalizing a unit on
communities. Sets goals of how to
use the online interactive map to
view communities through
satellite photos and how to make
connections with other classrooms
via online video conferencing.
In preparing a workshop oncitation of resources, sets goals
that learners will demonstratehow to cite resources
appropriately, where to find
citation information, and can
articulate sound reasons foraccurately citing work.
Collaborates with the socialstudies teachers to develop goals
for an interactive map (including
images, video, and text). The
social studies teacher will then
take the lead on a second
collaborative map where the
learners will make an interactive
map based on local history.
Learners (teachers/administrators)teach and model the correct
citation of resources and requiretheir students to cite correctly as
well.
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Component Failing Needs Improvement Proficient Distinguished
1d: Demonstrating Knowledge
of Resour ces
Demonstrates little/no familiaritywith resources to enhance content
knowledge available through the
district or school.
Demonstrates some familiaritywith resources available in the
school and district.
Does not seek to extend his/herknowledge beyond what is readily
available.
Is fully knowledgeable in locatingresources available through the
school, district, or community to
enhance his/her knowledge and to
use in teaching and learning.
Extends searches for resourcesbeyond the school or district, to
outside professional
organizations, on the Internet, and
in the community to enhance
his/her knowledge and use in
teaching and learning.
Evidence/Examples Provides irrelevant resources forteachers who are incorporatingdigital material that is labeled for
reuse and sharing in their lessons.
Does not participate in long termplanning; only plans independent
of others.
Provides a few resources forwebsites for teachers who areincorporating digital material that
is labeled for reuse and sharing in
their lessons, but makes them
available through only email or
social networks.
Provides resources in a way thatis unorganized and difficult to
navigate.
Participates in planning, but offersfew, if any, relevant data and
resources to assist in planning.
Begins to create organized lists ofresources and websites forteachers who are incorporating
digital material that is labeled for
reuse and sharing in their lessons,
and invites teachers to collaborate
in the creation of those lists by
identifying, evaluating, and
selecting appropriate
contemporary technologies for
use with students.
Participates in comprehensiveplanning to meet the needs ofmiddle school students, and uses
the ISTE NETs, data from theSpeak Up Survey, and the
Horizon Report as resources.
Advocates for the use of specifictools or resources to be unblockedso they can be used for instruction
and to demonstrate their value for
teaching and learning.
Facilitates shared leadership as itrelates to the school-level or
district-level comprehensive
planning, incorporating the ISTE
Standards, Speak Up Survey, the
Horizon Report, and other
relevant, high quality and current
resources. These efforts serve totransform instruction throughout
the system.
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Component Failing Needs Improvement Proficient Distinguished
1e: Design ing Coherent
In struction and Service Delivery
Generates/creates learningmaterials and experiences that are
disorganized and do not meet the
needs of the learners
(teachers/administrators) or help
the learners build on prior
knowledge.
Creates learning materials andexperiences that engage some of
the learners. Prepares learning
materials that reflect an ordered
structure and partial knowledge of
learner (teachers/administrators)
resources and prior knowledge.
Gathers knowledge of content,learners
(students/teachers/administrators),
and resources to create learning
experiences that support transfer
and adoption of skills for groups
of learners. Organizes learning
materials that are detailed enough
to engage learners
(students/teachers/administrators).
Gathers knowledge of content,learners
(students/teachers/administrators),
and resources to develop
differentiated learning
experiences that support learners
(teachers) in integrating digital-
age resources and tools into
teaching. Designs learning
materials to allow learners(students/teachers/administrators)
to follow different
courses/pathways based on their
level of prior knowledge.
Evidence/Examples Introduces interactive whiteboardsoftware in a workshop but does
not provide additional resources
or ongoing support.
Shares resources for an upcomingtablet pilot, and distributes tabletsfor teachers to start using in the
classroom without anyprofessional learning or
guidelines for implementation.
Participates minimally in planningand budgeting to replenishresources regularly to meet
instructional goals and/or
purchases resources not aligned tomeet instructional goals.
Develops a three-monthprofessional development plan for
an interactive whiteboard
software package that has been
adopted by the district. Includes a
few workshops and resources, butdoes not take the time to follow
up with teachers in theirclassrooms or on a one-to-one
basis.
Organizes a central repository forteachers participating in the tablet
pilot. This hub contains
miscellaneous app
recommendations andinstructions, but does not address
the needs of the teachers
participating in the pilot.
Participates in and/or creates aplan that provides for sporadicreplenishment of resources,
and/or planned resources are not
well-aligned to meet instructional
goals.
Develops a three-monthprofessional development plan for
an interactive whiteboard
software package that has been
adopted by the district. Includes
workshops for various gradelevels at varying skill levels, job
aides and flowcharts of practices,links to online resources, and
schedules classroom visits to
provide support and regular
diagnostics of learner (student)progress.
Organizes a central repository forapp suggestions, app purchasing
procedures, tablet instruction, etc.
for a tablet pilot in first grade.
Participates in and/or creates aplan that provides for continuousreplenishment of resources so that
they are current and readily
available to meet instructional
goals.
Develops a three-monthprofessional development plan for
an interactive whiteboard
software package that has been
adopted by the district.
Incorporates instruction thatinvolves other tools available in
the classrooms throughout all ofthe planned instruction, including
online subscription sites and tools,
tablets, and video.
Organizes a central repository forapp suggestions, app purchasing
procedures, tablet instructions,
etc. for a tablet pilot in first grade.The staff contributes to this
repository as well, as they
discover new ways to effectively
implement the tablet intoinstruction.
Participates in and/or creates aplan that provides for continuous
replenishment of resources and
routinely includes leading edge
tools in the cycle so that they are
current, innovative, and readily
available to meet instructional
goals.
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Component Failing Needs Improvement Proficient Distinguished
1f: Designin g Learner
Assessments
Designs plans that contain noclear criteria, are inappropriate formany learners
(teachers/administrators), and are
poorly aligned with the
instructional outcomes.
Does not have plans for use of theassessment results in designing
future instruction.
Designs plans that are partiallyaligned to instructional outcomes,
but are not made clear.
Uses an approach that isrudimentary and includes only
some of the instructional
outcomes.
Regularly designs plans forlearner (teachers/administrators)assessment, and the criteria are
clear and aligned with
instructional outcomes.
Uses both formative andsummative assessments to plan
for future instruction for learners
(teachers/administrators) and
groups of learners.
Develops plans for learner(teachers/administrators)assessment that are clear, and
evidence is available that
demonstrates learner involvement
in their development.
Effectively designs assessmenttools that are adapted to meet the
needs of the learners
(teachers/administrators) and
intends to use the results to plan
future instruction for individual
learners (teachers/administrators).
Evidence/Examples Plans a series of onlineprofessional development
workshops on math software for
middle school but does not plan
for assessing instructional
outcomes.Does not provide examples of
digital assessment resources forintended instructional outcomes.
Plans a series of onlineprofessional development
workshops on math software for
middle school with some attention
to intended instructional
outcomes.Provides examples of digital
resources to design and developrubrics and checklists, but does
not clearly articulate the
assessment criteria for any desired
instructional outcome.
Plans a series of onlineprofessional development
workshops on math software for
middle school. Plans for
formative and summative
evaluation of learner(teachers/administrators) success
include results from responses inforum discussions and final
projects submitted by learners
(teachers/administrators) in a
variety of digital media.
Provides examples of digitalresources to design and develop
rubrics and checklists that clearly
articulate the assessment criteria
for any desired instructional
outcome.
After participating in a series ofonline professional development
workshops on math software for
middle school, learners
(teachers/administrators)
incorporate similar formative andsummative evaluation strategies
in future online instructiondevelopment for their students.
Formative assessment informs
successive lessons.
The learners(teachers/administrators) develop
rubrics and checklists that clearly
articulate the assessment criteria
for any desired instructional
outcome using resources
introduced by the ITS.
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Domain 2: The Environment
Component Failing Needs Improvement Proficient Distinguished
2a: Creating an Environment of
Respect and Rappor t
Has interaction with educationalcommunity members that is
negative, inappropriate, or
insensitive to learners and arecharacterized by disparaging
remarks or conflict.
Has interaction with educationalcommunity members that is free
of conflict but may involve
insensitivity and/or lack ofresponsiveness to differing skill
levels among learners.
Has interaction with educationalcommunity members that
demonstrate general caring and
respect. Is considered a resource for
information concerning
technology use in instruction.
Maintains a positive relationshipwith learners.
Has interaction with theeducational community and the
wider community that is highly
respectful and demonstrates deepunderstanding of learner needs
and levels of skill development.
Takes care to respectprofessionalism of all levels of
learners.
Evidence/Examples First grade teachers are proud of aproject they developed and have
been implementing with students
for a number of years. Theproject uses technology, but in
ineffective ways. The ITS learns
of the project by indirect means,and finds a way to contribute
ideas to the team. The ITS either
tells the teachers that the projectuses technology ineffectively or
ignores the project completely.
The principal forwards the ITS aparent email asking how the
tablets are used instructionally.
The ITS does not respond to the
email or does not respond in a
timely manner.
First grade teachers are proud of aproject they developed and have
been implementing with students
for a number of years. Theproject uses technology, but in
ineffective ways. The ITS learns
of the project by indirect means,and finds a way to contribute
ideas to the team. The ITS then
sends an email to the group ofteachers with suggestions for
improving their project.
The principal forwards the ITS aparent email asking how the
tablets are used instructionally.
The ITS responds to the parent
with a narrative of how the iPads
are used in the classroom.
First grade teachers are proud of aproject they developed and have
been implementing with students
for a number of years. Theproject uses technology, but in
ineffective ways. The ITS learns
of the project by indirect means,and finds a way to contribute
ideas to the team. The teachers
accept assistance of ITS andincorporate suggestions to update
the project.
The principal forwards the ITS aparent email asking how the
tablets are used instructionally.
The ITS sends the parent a link to
a video that demonstrates how the
iPads are used in the classroom.
Offers to participate in grade-level planning meetings to design
an updated project that uses
technology effectively meet gradelevel objectives.
Offers an opportunity during theday for parents to participate in aninteractive demonstration using
the tablets. Structures the
opportunity so parents canexperience how their students are
using the iPad in class.
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Component Failing Needs Improvement Proficient Distinguished
2b: Establishing a Cultur e for
Learning
Has a negative attitude anddemeanor for digital-age
resources and content integration
are barriers that prevent learners
from seeking assistance and
interaction.
Provide unclear instructionaloutcomes, activities, assignments,
and collaborative interactions for
learners.
Conveys minimal enthusiasm fordigital-age resources and content
integration.
Provides instructional outcomes,activities, assignments, and
collaborative interactions, which
convey minimal expectations for
learners that promote risk-taking
and problem solving.
Conveys a genuine enthusiasm fordigital-age resources and content
integration.
Provides instructional outcomes,activities, assignments, and
collaborative interactions, which
convey high expectations for
learners that promote risk-taking
and problem solving.
Conveys infectious enthusiasmfor digital-age resources and
content, leading learners to hold
themselves to high standards.
Provides instructional outcomes,activities, assignments, and
collaborative interactions, which
convey high expectations for
learners that promote risk-taking
and problem solving.
Evidence/Examples Is aware that the third-grade teamis preparing their annual research
projects in linear presentation
software. Does not take initiative
to introduce new ways of using
the software or new ways of
completing the project.
Introduces a variety ofpedagogically appropriate digital
tools without connecting their useto curriculum.
Is aware that the third-grade teamis preparing their annual research
projects in linear presentation
software. Provides a wireless
presentation remote to the teacher
so his/her students can present
their projects anywhere in the
room. Does not provide any
guidance as to effective
presentation skills.Facilitates a workshop to
introduce a number ofpedagogically appropriate digital
tools to support student writing
goals. Talks for the duration of
the workshop and does not allowtime for learners to experiment
with the tools.
Meets with a third-grade teacherto discuss additional presentation
methods for her students annual
research project. Asks the teacher
for the rubric used to score
student presentations. Introduces
two new digital tools that can
accomplish the same goals.
Encourages the teacher to let her
students choose the tool that suitsthem best, even if he/she does not
know how to use it.
Facilitates a workshop tointroduce a number of
pedagogically appropriate digital
tools to support student writinggoals. The workshop includes
time for individual discovery of
the tools with ITS there tosupport, as needed.
Fosters a positive risk-takingexperience for a third-grade
teacher, leading her to encourage
her third-grade team-members to
consider letting their students
choose a tool from a list of vetted
choices for presenting their
research.
Facilitates a workshop tointroduce a number of
pedagogically appropriate digital
tools to support student writinggoals. The ITS invites teachers
who are already using these tools
to share their experiences with the
group. The workshop includestime for individual discovery of
the tools with ITS there to
support, as needed.
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Component Failing Needs Improvement Proficient Distinguished
2c: Managing Procedures Ineffectively manages online orface-to-face learning
environment, resulting in
significant loss of instructional
time.
Inconsistently manages online orface-to-face learning
environments, resulting in the loss
of instructional time. Some
learner groups work
collaboratively while
unsupervised.
Effectively manages online orface-to-face learning
environments, resulting in active
learning via minimal guidance.
Routines are clearly established
and many learners are
collaborative, productive, and are
moving toward self-regulation.
Creates environment in which thelearner develops an online or
face-to-face learning environment
with input from the ITS;
transitions are seamless and active
learning is present through
minimal guidance. Routines are
clearly established and all learners
are collaborative, productive, and
self-regulating.
Evidence/Examples In co-teaching a lesson aboutmeasurement using collaborative
note taking, uses terminology that
the students do not understand,
resulting in off-task behavior.
The ITS continues to teach the
lesson, ignoring the need to
change his/her instructional
methods.
Does not provide feedback inonline class activities and
discussions.
In co-teaching a lesson aboutmeasurement using collaborative
note taking, notices that some
students do not understand the
terminology. In order to reduce
off-task behavior, attempts to use
terminology that the students
might understand better.
Is learning to provide timelyfeedback in online class activitiesand discussions in order to
maximize learner participation.
In co-teaching a lesson aboutmeasurement using collaborative
note taking, uses age-appropriate
terminology, checks for
understanding before continuing,
and adapts as necessary to meet
all students needs.
Provides timely feedback inonline class activities and
discussions, resulting in activelearner participation.
In co-teaching a lesson aboutmeasurement using collaborative
note taking, uses a graphic
organizer to determine students
familiarity with the terminology
used in the lesson and adapts the
lesson based on the information
collected. Also uses the graphic
organizer to identify which
students will lead their smallgroups while working in
collaborative note taking.
The learners initiate newdiscussion topics in an online
class as a result of the ITS active
participation, modeling, andencouragement.
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Component Failing Needs Improvement Proficient Distinguished
2d: Managing Learner Behavior Does not establish standards ofconduct, including digital.
Does not monitor learnerbehavior. Responses to
misbehavior are inconsistent or
disrespectful of learner dignity.
Establishes standards of conduct,including digital but they may be
incomplete.
Inconsistently monitors learneradherence to standards of
conduct.
Establishes, communicates, andreinforces standards of conduct,
including digital.
Consistently monitors learneradherence to standards of
conduct.
Response to misbehavior isappropriate and respects the
learnersdignity and is according
to district protocols.
Develops standards of conduct,including digital, with learner
participation.
Subtly monitors learner behavior,with responses highly effective
and sensitive to the learners
needs.
Evidence /Examples Develops a hands-on workshopon video production. Does not
create expectations for the group
project. Divides learners into
groups to film a scene. Sits at
computer while the groups are
filming.
Sets up an online group for the10th grade ELA department to
facilitate asynchronouscollaboration. Does not create
expectations for using the toolappropriately. When one
participant writes a disparaging
comment about another
participant, the ITS does notrespond.
Develops a hands-on workshopon video production. Assumes
that learners know the project
expectations and asks learners to
divide into groups to film a scene.
While filming, visits the various
groups to check on progress. One
group is off-task and the ITS does
not redirect the behavior so they
can complete the group project.Sets up an online group for the
10th grade ELA department tofacilitate asynchronous
collaboration. Assumes faculty
know how to use the tool
appropriately. When oneparticipant writes a disparaging
comment about another
participant, the ITS replies to thisparticipant in a public forum to
address the inappropriate remark.
Develops a hands-on workshopon video production. Establishes
expectations for the project and
asks learners to divide into groups
to film a scene. While filming,
visits the various groups to check
on progress. One group is off-
task and the ITS reminds learners
about the project expectations and
provides support as needed.Sets up an online group for the
10th grade ELA department tofacilitate asynchronous
collaboration. Creates and
communicates ground rules for
appropriate use of the tool. Whenone participant writes a
disparaging comment about
another participant, the ITSresponds according to district
protocols.
Develops a hands-on workshopon video production. Prior to
dividing into smaller groups,
facilitates a discussion on
expectations for group behavior.
After dividing into groups, uses
the agreed upon expectations to
monitor group progress and
redirect learners as needed.
Sets up an online group for the10th grade ELA department to
facilitate asynchronouscollaboration. Works with the
teachers to creates ground rules
for appropriate use of the tool.
Disparaging comments are notmade because the teachers played
a role in creating the expectations.
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Domain 3: Service Delivery
Component Failing Needs Improvement Proficient Distinguished
3a: Communicating with
Learners
Communicates in a manner that isinappropriate for learners
cultures and levels of
development.
Uses content connections andexpectations that are notconsistent with learners
knowledge and experience.
Communicates in a manner that issometimes appropriate for
learners cultures and levels of
development.
Uses content connections andexpectations that are somewhatconsistent with learners
knowledge and experience.
Communicates in a manner that isappropriate for learners cultures
and levels of development.
Uses content and standardconnections and expectations that
are consistent with learnersknowledge and experience.
Communicates in a manner thatincludes real time differentiation
and delivery based on the
audience of learners.
Uses content and standardconnections and expectations thatare differentiated to meet
learners knowledge and
experience.
Evidence/Examples In a monthly digital newsletter,uses extensive technology
vocabulary and does not explain
the terms.
Creates a collaborative documentfor brainstorming about resourcesto support math instruction, but
does not share it with the staff for
their input.Shares via email a technology
resource to support vocabulary
instruction. Several teachers
express an interest in learningmore, but the ITS never follows
up with them.
In a monthly digital newsletter,provides definitions for
technology vocabulary, but the
vocabulary is over the teachers
heads. Provides examples of how
the terms are used, but they haveno educational relevance.
Creates a collaborative documentfor brainstorming about resourcesto support math instruction. The
collaborative document is set to a
view-only setting so staff
cannot add resources on theirown. In order to add resources,
they need to email the ITS.
Shares via email a technologyresource to support vocabulary
instruction. Several teachers
express interest in learning more,
and the ITS sends a link to a blog
post for the teacher to retrieve
information.
In a monthly digital newsletter,provides definitions for
commonly used technology
vocabulary in the district. The
ITS provides examples of where
and how the terms are used.
Creates a collaborative documentfor brainstorming about resources
to support math instruction. Thecollaborative document is set up
so staff members can view and
edit content.
Shares via email a technologyresource to support vocabulary
instruction. Follows up one-on-
one with teachers who expressed
interest in learning more about
strengthening vocabulary with
this new tool.
In a monthly digital newsletter,provides definitions for
commonly used technology
vocabulary in the district.
Provides examples of where and
how the terms are used. Withinthe newsletter, readers can click
on hyperlinks for more
information. Embedded in theform is a survey tool where users
can submit a request for a
personal visit from the ITS.
Asks staff members for input forsharing math resources. One of
the staff members suggests a
collaborative document and
engages the ITS and the rest of
the team in creating it.
Shares via email a technologyresource to support vocabulary
instruction. The ITS visits one of
the teachers who never respondsto emails or asks questions, andshows how the resource can be
effective for students. The
teacher responds to this face-to-face communication and requests
additional time to meet to work
on implementing these newresources in his/her class.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
13/22
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
14/22
ITS June 01, 2014
14
Component Failing Needs Improvement Proficient Distinguished
3c: Engaging Learners in
Learning
Provides activities andassignments, materials, andgroupings of learners that are
inappropriate for the instructional
outcomes or the learners current
levels of understanding, resulting
in little to no intellectual
engagement.
Provides learning session that hasno structure or is poorly paced.
Provides activities andassignments, materials, andgroupings of learners that are
somewhat appropriate to the
instructional outcomes or the
learners current levels of
understanding, resulting in
moderate intellectual engagement.
Provides learning session that hasa recognizable structure, but thatstructure is not consistently
maintained.
Provides activities andassignments, materials, andgroupings of learners that are
consistently appropriate to the
instructional outcomes or the
learners current levels of
understanding. All learners are
engaged in work of a high level of
rigor. The lesson structure iscoherent and delivered at an
appropriate pace.
Ensures that throughout thelesson, learners are highlyintellectually engaged and make
contributions to the activities,
materials, and groupings of
learners. Adapts the lesson as
needed to the meet the needs of
individuals. Learners initiate self-
reflection and changes to theirinstructional practices.
Evidence/Examples Shares a favorite app that hasnothing to do with the lesson
objective, resulting in off-task
discussions. There is not a clear
link between the activity and the
academic standards.
Shares online facilitationtechniques via a webinar without
any learner interaction. Reads
slides verbatim without checkingfor understanding or questions.
Instructs the learners to draw amap to the closest public library
using a single app chosen by the
ITS. The connection to the
educational goals of the activity is
unclear, resulting in inconsistent
levels of engagement.
Shares online facilitationtechniques via a webinar,
inconsistently checking forunderstanding and responding to
some of the learners questions.
Instructs the learners to draw amap to the closest public library
using one of the three apps that
the group experimented with
earlier in the year. Learners work
in groups to determine which app
will meet their goal and finish the
task.
Models online facilitationtechniques via a webinar,consistently incorporating
opportunities for interaction
through polls, questions, andlearner contribution.
Learners work in groups toexperiment with various apps.
The learners share their
discoveries and document the
differences between each tool in a
shared collaborative document.
The ITS facilitates a discussion
regarding how to choose an app
that can be used to make a map to
most clearly depict the route tothe closest library.
Models online facilitationtechniques via a webinar,incorporating opportunities for
interaction through polls,
questions, learner contribution,and using small group interaction.
Learners assume control of the
virtual space when appropriate by
sharing their desktops with others.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
15/22
ITS June 01, 2014
15
Component Failing Needs Improvement Proficient Distinguished
3d: Using Assessment i n
In struction and Service Delivery
Does not conduct assessmentwhen providing instruction and
provides little or no feedback to
learners during or after
instruction.
Chooses and implementsassessment of instruction using
one assessment tool, when
multiple options are available and
more appropriate. Provides
feedback that is inconsistent in
terms of quality, timeliness, andimpact on learning.
Conducts assessment usingmultiple measures that are valid
and reliable. Consistently
provides high quality feedback
that serves to advance learning.
Ensures learners are fully awareof the assessment criteria used toevaluate their work.
Uses technology resources togather, interpret, and evaluate
assessment data to inform
instruction.
Leads and collaborates with othereducators to develop common
formative and summative
assessments across disciplines.
Ensures that, through consultationwith the ITS, learners use self-
assessment to determine whattheir professional learning needs
are and where to find resources toaddress those needs.
Ensures learners are empoweredto analyze and synthesize multiplesources of reliable and valid data
that regularly inform instructional
changes/improvements.
Evidence/Examples Provides a series of threeinstructional workshops on the
use of Flipped Learning forapplication in the classroom.
Provides little or no feedback tolearners regarding their progressduring the workshops and/or
fidelity of implementation.
Uses a simple series of questionsat the end of each Flipped
Learning instructional workshopas the sole means of assessment
of learning.
Does not assess attempts bylearners to apply the Flipped
Learning concepts between
instructional workshops isprovided.
Provides feedback duringinstruction that consists of verbal
comments like, great job or
you should try again that are
not specific and do not provide
accurate information about learner
progress or need for revision.
Assesses the learners priorknowledge about Flipped
Learning in the early part of thefirst instructional workshop using
a student response system
(physical or virtual). Seeks priorknowledge related to the learning
objectives, and uses responses to
guide instruction. Regularlyassesses learning throughout the
instruction and provides timely
and specific feedback.
Consults with the learnersconcerning their attempts to
implement Flipped Learning
between instructional
workshops. Is able to identify
learning needs based onobservation, learners reflection,and comparison with previous
assessments.
As learners become more familiarand comfortable with Flipped
Learning concepts and processes,they develop a set of formative
and summative assessments to aid
them in gauging their progress ineffectively using this new
technique.
Chooses to meet periodically andregularly with learners to discuss
progress against the assessments,
and to triangulate the data
regarding their assessments from
multiple sources. Using
assessment data, they continually
refine their goals to continue their
progress.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
16/22
ITS June 01, 2014
16
Component Failing Needs Improvement Proficient Distinguished
3e: Demonstrating F lexibil ity
and Responsiveness
Focuses on integrating a specifictechnology without alignment to
learner needs or outcomes.
Invests in the success of learners;however, inconsistently makes
adjustments to instructional
design and delivery with partially
successful results.
Promotes the progress of alllearners, making adequate
adjustments to instruction.
Accommodates learner questions,
needs, interests, and integrates
digital tools where appropriate.
Promotes the successful progressof all learners, making seamless
adjustments to instruction.
Accommodates learner questions
and needs using an extensive
repertoire of instructional
strategies and digital tools.
Is a role model for flexibility andresponsiveness such that the
learner solicits feedback from theITS on their attempts to
successfully adjust instruction
when integrating technology.
Evidence/Examples Shows a tool and mid-lesson thetechnology malfunctions. Has no
plan to move this lesson forward.
The ITS and a classroom teacherteach students how to create
digital presentations. When a
student asks about an advancedfunction of the tool, tells the
student, We dont have time forthat.
Leads a collaborative activityusing an online tool. When the
technology malfunctions mid-
lesson, the ITS makes a
substitution, but the transition
isnt smooth and/or fully
effective.The ITS and a classroom teacher
teach students how to createdigital presentations. The ITS
learns that multiple students in the
class have previously used the
digital presentation tool and donot need the basic introduction,
but there are also three students
who have never used the tool. TheITS and the teacher decide to split
the class into two groups and the
students who have never used the
tool are lumped into a group that
is too advanced for them.
Leads a collaborative activityusing an online tool. When the
technology malfunctions mid-
lesson, uses a different tool for the
activity. Sets up a different
activity so the group can complete
the task.The ITS and a classroom teacher
teach students how to createdigital presentations. The ITS
learns that multiple students in the
class have previously used the
digital presentation tool and donot need the basic introduction.
The ITS and teacher decide to
split the class into three groups toaccommodate student needs. The
groupings are appropriate for the
skill level of the students.
Leads a collaborative activityusing an online tool. When the
technology malfunctions mid-
lesson uses a different tool for the
activity. Models the simplicity of
recreating this activity in a
different tool. Learners are ableto complete the task using the
new tool and learned anotherresource to use to meet the lesson
objective.
The ITS and a classroom teacherteach students how to createdigital presentations. Although
the ITS and classroom teacher
planned on creating thepresentations in PowerPoint, one
of the students suggested using a
web-based tool instead. The ITS
and classroom teacher seize the
opportunity to get the students
excited about a new tool. They
allow students to choose which
tool they wanted to use to create
their presentation.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
17/22
ITS June 01, 2014
17
Domain 4: Professional Development/Professional Responsibilities
Component Failing Needs Improvement Proficient Distinguished
4a: Reflecting on Pr actice Does not reflect on theeffectiveness of his/her
professional practice.
Does not maintain documentationregarding his/her efforts with
teachers.
Does not consider that his/herpractice could be improved.
Inconsistently reflects on theeffectiveness of his/her
professional practice.
May use documentation to informfuture efforts with teachers.
Is beginning to consider thathis/her practice could be
improved.
Reflects on the effectiveness ofhis/her professional practice.
Uses thorough and accuratedocumentation to continuously
inform future efforts with
teachers.
Realizes improvements for his/herpractice and accepts suggestions
from peers and administrators.
Consistently reflects on theeffectiveness of his/her
professional practice, researching
methods for improvement to build
capacity across the system.
Demonstrates a growing level ofsophistication of technology
integration over time, which
results in professional growthamong the teachers they work
with.
Evidence/Examples Does not evaluate and adjusthis/her availability based upon the
teachers schedules.
Does not reflect on facultymeeting presentations offered
throughout the year.
Inconsistently evaluates andadjusts his/her schedule to support
teachers and their needs.
Reflects on faculty meetingpresentations throughout the year
with the prompting from the
administrator.
Consistently evaluates and adjustshis/her schedule to support
teachers and their needs with a
focus on building collaborativerelationships.
Reflects on faculty meetingpresentations offered throughoutthe year and shares reflections
with his/her administrator.
Consistently evaluates and adjustshis/her schedule to provide
effective and efficient services.
As a result, capacity buildingaround lesson design and delivery
occurs across the system.
Reflects on faculty meetingpresentations offered throughout
the year and shares reflections
with his/her administrator. The
ITS and administrator use thereflections to establish goals for
the following years faculty
meetings.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
18/22
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
19/22
ITS June 01, 2014
19
Component Failing Needs Improvement Proficient Distinguished
4c: Communi cating with
Stakeholders*
Fails to communicate withstakeholders about the infusion oftechnology into teaching and
learning.
Makes no attempt to engagestakeholders.
Inconsistently communicates withstakeholders about the infusion oftechnology into teaching and
learning.
Is beginning to independentlyidentify communication needs.
Consistently communicatesinformation within a timelymanner and in a way that can be
easily accessed and understood by
the stakeholders.
Welcomes stakeholder input andclearly communicates informationthat is customized to the
stakeholders.
Demonstrates exceptionalcommunication skills, as evident
with stakeholders increasedinitiation of communication that
demonstrates ownership of
common goals.
Evidence/Examples Is aware of a cyberbullyingincident at school but chooses not
to communicate educational
information with stakeholders.
Does not communicate with staffregarding the integration of
technology into the curriculum.
After a cyberbullying incidentoccurs at school, develops a
document for parents and
community members containing
information about cyber bullying.
Inconsistently communicates techtips related to teaching and
learning.
Works with staff to develop apublished document for parents
and community members
containing information about
cyber bullying, how the school is
addressing it, and how to support
appropriate technology use at
home.
Communicates weekly tech tips tostaff that are relative to teachingand learning in a format that isinviting and eye-appealing.
Works with staff to develop acontest inviting students to create
a poster educating others about
digital citizenship and
cyberbullying. The posters are
shared in the lobby of the building
and on the district website.
Encourages staff to participate ina learning network to continuallyshare technology tips.
*Stakeholders include school personnel, parents or guardians, and community partners.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
20/22
ITS June 01, 2014
20
Component Failing Needs Improvement Proficient Distinguished
4d: Participating in a
Professional Community
Avoids participating in aprofessional community, school,and district events and projects.
Has negative or self-servinginterpersonal relationships with
colleagues.
Inconsistently participates in aprofessional community, school,and district events and projects.
Is beginning to developinterpersonal relationships with
colleagues.
Has professional relationships thatare consistently characterized bymutual support, cooperation,
positivity, and respect.
Participates in a professionallearning community that supports
ongoing professional learningrelated to technology integration
with content and pedagogy.
Makes a significant contributionto the school, district, or
professional community.
Takes initiative in assumingleadership roles.
Evidence/Examples Is dismissive or not responsive torequests from colleagues and
professional communities.
Does not participate in thecounty-wide social learning
platform.
Inconsistently shares resourceswith colleagues and professionalcommunities.
Joins the county-wide sociallearning platform because his/her
supervisor made it a requirement;
offers some comments in the
group.
Participates in a community bysharing information about virtuallearning spaces and other
emerging technology trends (e.g.,
competency-based learning, cloud
computing). Responds to the
contributions of colleagues in the
community.
Participates in the county-widesocial learning platform to share
best practices from his/her district
and learn about local trends in theregion. Invites teachers to be a
part of the personal learning
network (PLN).
Organizes communities consistingof participants across severalstakeholder groups, with a focus
on improving the profession.
Actively creates content in thecounty-wide social learning
platform, posting conversation
starters to generate discussions
amongst group members.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
21/22
ITS June 01, 2014
21
Component Failing Needs Improvement Proficient Distinguished
4e: Growing and Developing
Professionally
Does not participate inprofessional development anddoes not share knowledge with
colleagues.
Participates in professionaldevelopment activities that areconvenient or required and makes
some contributions to the
profession.
Is beginning to consider feedbackfrom supervisors and colleagues.
Actively looks for professionallearning opportunities based onself-assessment to engage in
continual learning, deepen
professional knowledge, and keep
current with emerging
technologies and innovations.Welcomes feedback from
supervisors and colleagues.
Seeks out professionaldevelopment opportunities andoriginates activities that
contribute to the profession.
Asks for feedback fromsupervisors and colleagues to
improve the system.
Evidence/Examples Directed to attend a content-related conference but refuses.
Does not take time to researchand learn about new and emerging
technology.
Needs encouragement to attendconferences of a relevant nature totheir job duties.
Is beginning to be involved inpersonal research of new and
emerging technology available.
Continually researches andattends relevant conferences and,when applicable, shares
information gained with
colleagues.
Maintains a regular schedule ofpersonal research of new and
emerging technology available.
Helps evaluate conference optionsand makes recommendations tocolleagues.
Creates a plan for professionaldevelopment with goals for
learning over time, and works
toward the set goals.
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8/12/2019 Instructional Technology Specialist Rubrics 6.01.14
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ITS June 01, 2014
22
Component Failing Needs Improvement Proficient Distinguished
4f: Showing Professionali sm Does not demonstrate ethics andprofessionalism and contributes to
practices that are self-serving or
illegal.
Fails to comply with school anddistrict regulations
Is honest and well-intentioned incontributing to decisions in the
school.
Is beginning to serve teachers andadministrators.
Complies with school and districtregulations, requiring reminders.
Consistently demonstrates ethicalbehavior and professionalism
related to education and
technology.
Complies fully and voluntarilywith school and district
regulations as well as the PA
Code of Professional Practice andConduct for Educators.
Is proactive and assumes aleadership role in demonstrating
digital citizenship.
Demonstrates the higheststandards of ethical conduct and
models compliance with school,
district, and other relevant
regulations.
Evidence/Examples Continually posts inappropriateand private comments on public
forums using district credentials,
or continually uses district
resources for personal and/or
commercial communication
outside of district regulation.
Creates a school-wide videowithout checking on video release
forms for students in the video
and publishes the video to theschool website.
Demonstrates increasingawareness of acceptable online
behavior and the impact it can
have on the school community.
Adapts and shares resources that
are appropriate for faculty needs,
but, without citing original
sources.
Creates a school-wide videowithout checking on video release
forms for students in the video.Before the video is published to
the school web site, realizes thatsome recorded students do not
have appropriate permission so
the process has to be started over
again.
Judiciously uses digitalcommunication to support district
initiatives and community
involvement and awareness
(email, blog posts, twitter, etc.)
and provides appropriate citation.
While assisting a teacher with thecreation of a class video, asks
whether or not students have
photo release forms, ensuring that
all students in the video arepermitted to be recorded. Assists
the teacher with video edits priorto publishing on the school
website.
Notices several colleagues postinginappropriate remarks about
school on Facebook, and
approaches the building
administrator to organize a
morning tech talk for the faculty
about social networking and best
practices.
Is considered by colleagues to bea role model in communications
and a resource for informationabout professional practice in
educational technology.